The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students&rsquo / understanding of state of matter and solubility concepts and attitudes towards chemistry as a school subject / and students&rsquo / perceived motivation and perceived use of learning strategies. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from Atat&uuml / rk Anatolian High School took part. The study was conducted during 2007-2008 spring semester. This study included two groups which were randomly assigned as experimental and control groups. Control group students were taught by traditionally designed chemistry instruction, while the experimental group students were instructed by 5E learning cycle model based instruction. In the experimental group, students were taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations, video animations, laboratory ectivities, and discussions. In the control group, traditionally designed chemistry instruction was implemented through teacher explanations and use of textbook. State of Matter and Solubility Concepts Test (SMSCT), Attitude Scale toward Chemistry (ASTC), and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as a pre-test and post-test to assess the students understanding of state of matter and solubility concepts, students&rsquo / attitudes toward chemistry, students&rsquo / perceived motivations and students perceived use of learning strategies, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo / science process skills. The hypotheses were tested by using multivariate analysis of variance (MANOVAs). The results showed that instruction based on 5E learning cycle model caused significantly better acquisition of the scientific conceptions related to state of matter and solubility concepts than traditionally designed chemistry instruction. In addition, instruction based on 5E learning cycle model improved students&rsquo / attitudes as a school subject, intrinsic goal orientation, extrinsic goal orientation, task value, elaboration strategy use, organization strategy use. A Science process skill was determined as a strong predictor in understanding the concepts related state of matter and solubility.

The aim of this study is four fold: (1) to determine Middle East Technical University (METU) students&rsquo / familiarity and current understandings of sustainable development, and their views on sustainable living at the campus / (2) to explore their attitudes toward sustainable development, behaviors toward sustainable life styles, and environmental values / (3) to examine their perceptions of their own and society&rsquo / s future / (4) to investigate the significant predictors of their environmental values, and attitudes and behaviors toward sustainable life styles. In addition, Faculty of Education students as future implementers of sustainability education were under investigation with regard to sustainability concerns. The data were collected by online administration of measuring tool to 958 METU students in February-June of 2008. This measuring tool was also administered to 688 Faculty of Education students in classroom environment by the researcher. The results showed that there exist some knowledge gaps in university students&rsquo / perceptions toward different aspects of sustainable development. Furthermore, the respondents had favorable attitudes toward sustainable development and intrinsic values toward the environment. However, looking at the personal behavioral changes, their preferred individual ways of living were not necessarily coherent with sustainability. The results revealed that female students having higher tendency to follow media held more favorable attitudes and behaviors toward sustainable life styles, and more intrinsic environmental values. Moreover, attitudes and values were found to be significant determinants of university students&rsquo / behaviors toward sustainable life styles. Interestingly, Faculty of Education students&rsquo / attitudes were not significantly related to their behaviors toward sustainable life styles.

The main purpose of the present study was to examine the effect of perceived social support, psychological distress, prior help-seeking experience, and gender on attitudes toward seeking psychological help of university students. In addition to the main purpose / gender, faculty, living arrangement, and year of study differences in attitudes toward seeking psychological help and students&rsquo / knowledge about the psychological counseling services of the METU Health and Guidance Center were investigated. The sample consisted of 417 (223 female, 194 male) undergraduate students of Middle East Technical University. The data was gathered using the scale of Attitudes Toward Seeking Psychological Help-Shortened (ASPH-S), the Multidimensional Scale of Perceived Social Support (MSPSS), General Health Questionnaire (GHQ-12) and a demographic information form. It was found that nearly half of the participants (47%) had knowledge about the psychological counseling services of the METU Health and Guidance Center. Friends were the most frequently stated sources of help (59%) in times of need for personal problems. Females had more positive attitudes toward seeking psychological help than males. Students of the Faculty of the Arts and Sciences, and students of the Faculty of the Education were found to have more favorable attitudes than of the Faculty of Engineering students. Finally, hierarchical regression analysis showed that perceived social support, prior help-seeking experience, and gender significantly predicted attitudes toward seeking psychological help. However, psychological distress was not associated with help-seeking attitudes.

The main purpose of the study was to compare the effectiveness of conceptual change oriented instruction accompanied with computer animations and traditionally designed chemistry instruction on 10th grade students&rsquo / understanding, achievement and retention of gases concepts and attitudes towards chemistry as a school subject. Also students&rsquo / views about nature of science were investigated. Quasi experimental design was used in this study. 67 tenth grade students from two intact classes of a chemistry course taught by the same teacher in Sokullu High School were enrolled. The hypotheses were tested by using analyses of covariance and two- way analyses of variance. The results indicated that instruction based on conceptual change approach caused significantly better acquisition of the scientific conceptions, achievement and retention related to gases concepts than traditionally designed chemistry instruction. Science process skill was determined as a strong predictor in the concepts related to gases. Moreover instruction based on conceptual change approach improved students&rsquo / attitudes as a school subject. However no significant effect of gender difference on students&rsquo / understanding, achievement and attitudes toward chemistry as a school subject was found. Finally experimental group students&rsquo / views about some characteristics of nature of science were determined as more realistic than control group students.

ABSTRACT EFFECTS OF 7E LEARNING CYCLE MODEL ACCOMPANIED WITH COMPUTER ANIMATIONS ON UNDERSTANDING OF DIFFUSION AND OSMOSIS CONCEPTS B&uuml / lb&uuml / l, Yeter Ph. D., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. &Ouml / mer Geban August 2010, 232 pages The main purpose of the study was to compare the effectiveness of the instruction based on 7E learning cycle model accompanied with computer animations and traditionally designed biology instruction on 9th grade students&rsquo / understanding and achievement related to diffusion and osmosis concepts and their attitudes toward biology as a school subject. Quasi experimental design was used in this study. A total number of 66 ninth grade students from four intact classes of a biology course taught by the same biology teacher in a private high school in Istanbul were enrolled. The study was conducted during spring semester of 2008-2009 academic year. This study included two experimental and two control groups. Experimental and control groups were randomly assigned. The students in the control group were instructed with traditionally designed biology instruction, while the students in the experimental group were instructed with 7E learning cycle model based instruction accompanied with computer animations. In the experimental group, students were taught with respect to the sequence of 7E learning cycle model which are elicit, engage, explore, explain, elaborate, evaluate, and extend through the use of activities such as demonstration, computer animations, laboratory activities, and discussions. In the control group, traditionally designed biology instruction was implemented through the teacher explanation, demonstrations, and use of textbook. Diffusion and Osmosis Diagnostic Test (DODT), Diffusion and Osmosis Achievement Test (DOACH), Attitude Scale Toward Biology (ASTB) were administered to both groups as a pre-test and post-test to assess students&rsquo / understanding and achievement of diffusion and osmosis concepts, and students&rsquo / attitudes toward biology respectively. Science Process Skill Test (SPST) was given at the beginning of the study to determine students&rsquo / science process skills. Moreover classroom observations were conducted. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on 7E learning cycle model accompanied with computer animations caused significantly better acquisition of the scientific conceptions related to diffusion and osmosis concepts than traditionally designed biology instruction. Science process skill was determined as a strong predictor in the concepts related to diffusion and osmosis. Moreover instruction based on 7E learning cycle model accompanied with computer animations was more effective for improvement of students&rsquo / attitudes as a school subject. However no significant effect of gender difference on students&rsquo / understanding, achievement, and attitudes toward biology as a school subject was found.

The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students&rsquo / understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes were randomly assigned as control and experimental groups. In the control group TDCI was used, while in the experimental group CCBIAD was used as instructional methods. Rate of Reaction Concept Test, Rate of Reaction Achievement Test, and Attitude Scale toward Chemistry were administered to both groups as pre-tests and post-tests to assess students&rsquo / understanding of rate of reaction concepts, achievement in these concepts, and attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to control students&rsquo / science process skills. After treatment six students from each group were interviewed to determine their misconceptions about rate of reaction. The hypotheses were tested by using Analysis of Covariance (ANCOVA) and Two-Way Analysis of Variance (ANOVA). The results show that CCBIAD used a significantly better acquisition of scientific conceptions related to rate of reaction than TDCI. In addition, there was a significant effect of CCBIAD on students&rsquo / attitudes toward chemistry. There was no significant effect of gender on both students&rsquo / understanding of rate of reaction concepts and their attitudes toward chemistry.

The main purpose of this study was to investigate the effect of creative drama based instruction on seventh grade students&rsquo / achievement in ratio and proportion concepts and their attitudes toward mathematics. Another purpose of this study was to investigate students&rsquo / self-reported views related to creative drama based instruction. The study was conducted in a public school in K&ouml / rfez-Kocaeli with a total of 58 seventh grade students, lasting 12 lesson hours (three weeks). Thirty of the participants received Creative Drama Based Instruction (CDBI), and twenty-eight received Traditional Instruction (TI). The data were collected through Ratio and Proportion Achievement Test (RPAT), Mathematics Attitude Scale (MAS), and interviews. The RPAT and MAS were administered as both pretest and posttest. In addition, interviews were conducted with the ten randomly selected students. The quantitative analyses were carried out by using One-Way Analysis of Covariance (ANCOVA) with covariate preRPAT and dependent variable postRPAT at the significance level 0.05. Moreover, independent samples t-test was performed on gain scores of MAS. The results of the study indicated that there was a statistically significant mean difference between the students who received creative drama based instruction and traditional instruction in terms of achievement in ratio and proportion concepts and in terms of gain scores of attitudes toward mathematics, in favor of CDBI. Furthermore, according to the interview responses of the experimental group students, significantly better performance of the experimental group students was attributable to the potential of the creative drama based instruction to provide actively involvement, work with friends and collaboratively and providing selfawareness.

The purpose of the present study was to compare the effectiveness of context based instruction over traditionally designed chemistry instruction on 9th grade students&rsquo / understanding of cleaning materials topic and their attitudes toward environment. Moreover students&rsquo / science process skills were measured for using as a covariate. Participants were 222 ninth grade students from eight classes in two different types of high schools in Ankara. Experimental group students were instructed with context based instruction and control group students were instructed with traditionally designed instruction through five weeks. Cleaning Materials Achievement Test and Attitudes toward Environment Scale were used as pre and post tests. Science Process Skills test was used only as a pretest. MANCOVA technique was used as a statistical analysis procedure. According to statistical analyses, there was a significant mean difference with respect to context based instruction and traditionally designed instruction on cleaning materials topic in favor of experimental group and no significant difference with respect to attitude toward environment. There was no significant mean difference with respect to school type in both Cleaning Materials Achievement Test scores and Attitude toward Environment Scale scores. Beside, science process skills were a strong predictor for understanding the cleaning materials topic. Four focus groups were conducted separately regarding the students&rsquo / career choices after the treatment to have an idea over the quality of the instruction in experimental group. Focus group results revealed that students were appreciated and more motivated with context based instructional design.

2015年的今日是一個充斥著各種媒體的社會，我們每天都會接觸到形形色色的廣告標語。根據前人之研究，廣告標語是一項普遍且相當有效的行銷技術。企業打廣告的最終目的無非是提高銷售量，而之前的研究探討廣告標語對購買意願影響者較少，也較少針對廣告標語進行分類後來探討其效果。故本研究使用理性與感性兩大類、共16種不同策略訴求之廣告 標語作為探討主題，以問卷調查方式來研究其對產品態度及購買意願二種廣告效果之影響，並以產品涉入程度(高/低)作為調節變數。 本研究使用「汽車」作為高涉入產品，「罐裝咖啡」作為低涉入產品來進行平面廣告的實驗，實驗對象為政治大學的大學生、研究生，以及PTT論壇上e-Shopping版的版友，共回收1,002份有效問卷，根據本研究之分析結果，可以得到以下發現： 一、 使用廣告標語的廣告文案可以增加消費者的購買意願。 二、 廣告標語的理性程度越高，消費者會形成更佳的產品態度及購買意願。 三、 產品態度與購買意願兩變數間存在顯著正向關係。 四、 產品態度在廣告標語理性程度與購買意願間具有部分中介效果。 五、 產品涉入程度在廣告標語理性程度與產品態度及購買意願間不具調節效果。 六、 在高涉入產品中，使用「類別訴求標語」、「理念形象訴求標語」、「功效訴求標語」能使消費者有較佳的產品態度及購買意願。 七、 在低涉入產品中，使用「理念形象訴求標語」、「類別訴求標語」能使消費者有較佳的產品態度及購買意願。 根據本研究之結果，廣告標語在行銷上擔任了非常重要的地位，且廣告標語越為理性消費者的反應也越好。因此建議行銷或廣告從業人員在設計廣告標語時，可以先往理性這個大方向著手，再搭配適當訴求策略的廣告標語，以達到最佳的廣告效果。 / It is now a society with plenty of medias, and everyday there are many kinds of advertising slogans showing up in front of our eyes. According to previous studies, advertising slogan itself is one of very common and effective marketing techniques. The most important purpose for companies to launch an advertisement is to increase the sales of their products or services. However, few studies have discussed the relation between advertising slogan and purchase intention or sorting advertising slogans by different appeals. Therefore, this study used rational and emotional advertising slogans (with 16 different types of appeals in total), and add product involvement as moderator, to discuss their influence on attitude toward product and purchase intention. This study used car as high-involvement product and canned coffee as low-involvement product to conduct an advertisement experiment. 1,002 people from the students of NCCU and the users of “e-Shopping” online fourm on PTT participated in the experiment. The several findings include: 1. Using advertising slogans in an advertising copy can increase purchase intention. 2. Rational advertising slogans led to better attitude toward product and purchase intention. 3. There is a positive relation between attitude toward product and purchase intention. 4. Attitude toward product has a partial mediator effect between the rational level of slogan and purchase intention. 5. Product involvement does not have moderator effect between the rational level of slogan and attitude toward product (purchase intention). 6. In high-involvement product, the “category appeal slogans”, “ideal and image slogans” and “function slogans” led to a better attitude toward product and purchase intention. 7. In low-involvement product, the “category appeal slogans” and “ideal and image slogans” led to a better attitude toward product and purchase intention. According to the findings, slogan is an important marketing technique. The more rational a slogan is, the better reaction a consumer has. People who work as marketing or advertising staffs can take this result into consideration when they are designing the slogans of their products or services to get the better advertising effectiveness.

Participation in Peace Support Operations (PSOs) is one of the most common military duties assigned to present-day Western soldiers. Previous research concerned with the psychological effects of these missions on the individual soldier has focused on issues of mental health and how to ensure military effectiveness. This study takes a different perspective, and examines how PSOs affect the political psychology of the peace soldier, asking: how and to what extent do the sociopolitical psychological orientations of the individual soldier change as a consequence of peace support operations? The study combines theory from clinical, social, and personality psychology to construct a framework for understanding how and why the values and the attitudes toward violence of the soldier may be affected by PSO deployments. It is argued that although combat exposure may cause changes in attitudes and values, these variables will overall remain stable across the deployment. Stability is predicted to be the norm due to the importance of certain attitudes and values to the soldierly identity, and owing to the good person-environment fit that the deployment provides for the soldiers. It is also argued that the individual’s personality traits will predict levels of change and stability. Empirically, two Swedish contingents deployed to northern Afghanistan under the auspices of NATO’s ISAF mission are analyzed. Change and stability are examined by combining statistical analyses of surveys with in-depth interviews carried out at both the pre- and post-deployment stages. As hypothesized, the study finds that both values and attitudes exhibit high levels of stability across the mission. Contrary to expectations the soldiers’ experiences of combat exposure had little to no effect on attitudes and values. Combat exposure was, however, limited during the deployments studied. Finally, the individual’s personality traits are identified as being relatively potent factors for inducing change and stability. By demonstrating that low-exposure PSOs have only minor effects on the sociopolitical psychological orientations of soldiers, the study advances knowledge of the political psychology of the peace soldier and provides additional contributions to the fields of value and personality psychology. Among other things, the study demonstrates the stability of values in a very challenging environment, and how personality traits affect change and stability in values.